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Collaboration begins in the classroo...

Grigas, Leah.

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Collaboration begins in the classroom: Future teachers discuss their knowledge, preparedness, and perceptions regarding speech-language concepts and collaboration with speech-language pathologists.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Collaboration begins in the classroom: Future teachers discuss their knowledge, preparedness, and perceptions regarding speech-language concepts and collaboration with speech-language pathologists./
Author:	Grigas, Leah.
Description:	114 p.
Notes:	Source: Masters Abstracts International, Volume: 54-04.
Contained By:	Masters Abstracts International54-04(E).
Subject:	Speech therapy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1588614
ISBN:	9781321745702

Collaboration begins in the classroom: Future teachers discuss their knowledge, preparedness, and perceptions regarding speech-language concepts and collaboration with speech-language pathologists.
Grigas, Leah.

Collaboration begins in the classroom: Future teachers discuss their knowledge, preparedness, and perceptions regarding speech-language concepts and collaboration with speech-language pathologists. - 114 p.

Source: Masters Abstracts International, Volume: 54-04.

Thesis (M.A.)--California State University, Long Beach, 2015.

Since the education system has shifted towards inclusive classrooms, the need for collaboration between teachers and the special education team has increased. This study was a survey design completed by 8 student teachers from California State University, Long Beach. The purpose of this study was to investigate the knowledge base, preparedness, and perceptions of future teachers as these factors relate to collaboration with SLPs in the elementary school setting. The participants' responses suggested positive perceptions of speech-language pathologists, and motivation to collaborate, yet teachers' knowledge is limited regarding speech-language topics and collaboration. Further, student teachers report limited preparedness to collaborate and address the needs of students with speech-language disorders. Clinical implications and the need for further research are discussed.

ISBN: 9781321745702Subjects--Topical Terms:

520446
Speech therapy.

Collaboration begins in the classroom: Future teachers discuss their knowledge, preparedness, and perceptions regarding speech-language concepts and collaboration with speech-language pathologists.
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245 1 0 $a Collaboration begins in the classroom: Future teachers discuss their knowledge, preparedness, and perceptions regarding speech-language concepts and collaboration with speech-language pathologists.
300 $a 114 p.
500 $a Source: Masters Abstracts International, Volume: 54-04.
500 $a Adviser: Geraldine P. Wallach.
502 $a Thesis (M.A.)--California State University, Long Beach, 2015.
520 $a Since the education system has shifted towards inclusive classrooms, the need for collaboration between teachers and the special education team has increased. This study was a survey design completed by 8 student teachers from California State University, Long Beach. The purpose of this study was to investigate the knowledge base, preparedness, and perceptions of future teachers as these factors relate to collaboration with SLPs in the elementary school setting. The participants' responses suggested positive perceptions of speech-language pathologists, and motivation to collaborate, yet teachers' knowledge is limited regarding speech-language topics and collaboration. Further, student teachers report limited preparedness to collaborate and address the needs of students with speech-language disorders. Clinical implications and the need for further research are discussed.
590 $a School code: 6080.
650 4 $a Speech therapy. $3 520446
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710 2 $a California State University, Long Beach. $b Speech-Language Pathology. $3 3177683
773 0 $t Masters Abstracts International $g 54-04(E).
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792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1588614